Graduate identity: Guiding students through the two worlds of university learning Heather Pate
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Universities are increasingly being expected to focus on preparing students for their future degree (e.g. Australian Government, 2013b; Commonwealth of Australia, 2002; Mayer, 1992). Many students, who have just three short years to both successfully complete an academic university course and to be prepared to enter their community of practice, struggle to be able to articulate what it is they have learnt and determined how to connect it to their graduate life (Peet et al., 2011). Supporting students as they navigate between these two worlds is imperative if universities are to produce students who can think critically and creative, and who will succeed in their future endeavours. In this session, we will discuss how embedding ePortfolios within a whole of course approach can support students develop their graduate identity and help prepare them for their future lives.
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Graduate identity: Guiding students through the two worlds of university learning Heather Pate
- 1. Employability across the Curriculum: Creating university wide resources Heather Pate Centre for Learning and Teaching Edith Cowan University
- 2. The struggle to gain employment
- 3. 0 10 20 30 40 50 60 70 80 90 FULL-TIME GRADUATE EMPLOYMENT OVERALL GRADUATE EMPLOYMENT 65.4 86.3 68.9 86.4 71.2 86.5 ECU Graduate Outcomes (%) Australia WA ECU Outcomes Graduate Outcomes, 2016
- 4. Knowing what to do 3 3.2 3.4 3.6 3.8 4 4.2 4.4 4.6 4.8 5 I know what I need to do for my profession Course helps progress to profession Understand how succeed in career Understand requirements Can do the work My course will prepare me for my profession; THAN • Understand how to succeed in my career • Understand the requirements of my future position • Believe I can do the work
- 5. Telling others 3 3.2 3.4 3.6 3.8 4 4.2 4.4 4.6 4.8 5 Learning for profession vs articulate: speaking and writing Course helps progress to profession Learning to successfully enter profession Confidence in writing Confidence in speaking Students are more confident that: My course will prepare me for my profession; AND I am learning what I need to know to successfully enter my profession; THAN • I can articulate my knowledge, skills and achievements in writing or speaking.
- 8. Whole of course approach Reflect on, Portray, & Articulate Learning, Growth, and Proficiency Connectedness Learning Model. Bridgstock, 2017
- 9. Employability Approach Arts and Humanities Business and Law Education Engineering Medical and Health Sciences Nursing and Midwifery Science WAAPA University wide
- 12. About Me: Stage 1
- 13. About Me: Stage 2
- 14. Content pages: Stage 1 – Core Skills for Work
- 15. Content pages: Stage 2 – Knowledge, Skills, Achievements
- 16. Career services
- 19. Heather Pate: h.pate@ecu.edu.au Centre for Learning and Teaching Edith Cowan University
Notas del editor
- Embedding Employability into the Curriculum: Creating university wide resources At Edith Cowan University, the Centre for Learning and Teaching in conjunction with Schools, is trialling a university-wide approach to employability that supports students throughout their course. Noting that students struggle to be able to articulate their learning (Peet, 2011), the university’s approach uses integrative learning techniques which provide students scaffolded opportunities to identify the development of their learning, skill development, and achievements throughout their course. Seven courses were initially selected to take part in the university’s approach. Students were provided with a course-long workbook where they could collate stories and evidence their learning. These stories and evidence can then be used by students in their final year to build a portfolio in order to document their learning journey and demonstrate their preparedness for employment. This presentation runs through how resources were developed to complement employability skills while ensuring the needs of the courses were met.
- At Edith Cowan University, like many universiites, we were finidng that our students were low in the rankings for finding full time employemnt after graduation. In Australia, as with other places around the world, there is a big push to understand why students are not gaining employemnet upon graduation, and giving them opportunities within their univerisyt experience to become more employable.
- Our leadership team has been especially concerned with employment rates, given the graduate outcome survey results. You’ll note, though, that while our full-time graduate employment rate is somewhat lower than the national and even state average, the overall employment rate is pretty well on par. We have a high number of mature age students, 60% of the them are female, and they often have conflicting prioirties.
- Understand uni but don’t get how it links to future career. In the same survey, we found that students are more confident that they understand how to succeed in university (that is, that they know what they need to do) than they understand what they need to do to succeed in the workplace, what the job requirements are, or whether they are capable of doing the work required of their profession. I am confident the course will help me progress towards my profession (4.3618): > I understand what I need to do to succeed in career (3.6088) t(33) = 4.7764, p < 0.05 > I understand role requirements (3.3471) t(33) = 5.3672, p < 0.05 > I can do the work (3.6529) t(33) = 3.1546, p < 0.05
- Even though they feel their course is helping, they don’t know how to succeed and they don’t feel they can articulate their knowledge skills and achievements. In a survey of first year students involved in the Employability pilot at ECU, we found that while students are very confident that their course is helping them progress towards their degree, and that they are learning what they need to know to start working in their field, they were significantly less confident that they can articulate in writing or speaking what they can do. Student survey: 34 students Nursing, speech pathology, communications Students are confident that their course will prepare them for their profession. Students' confidence that their course will help them progress towards their future profession (4.3618) was greater than their confidence they can write about their knowledge, skills and/or achievements in their field of study (3.2353) t(33) = 5.1165, p < 0.05. Students' confidence that their course will help them progress towards their future profession (4.3618) was greater than their confidence they can speak about their knowledge, skills and/or achievements in their field of study (3.3647) t(33) = 4.4078, p < 0.05. Students' confidence that they are learning what they need to know to successfully enter their future profession (3.8441) was greater than their confidence they can write about their knowledge, skills and/or achievements in their field of study (3.2353) t(33) = 2.5684, p < 0.05. Students' confidence that they are learning what they need to know to successfully enter their future profession (3.8441) was greater than their confidence they can speak about their knowledge, skills and/or achievements in their field of study (3.3647) t(33) = 2.0555, p < 0.05.
- As a university, we wanted to ensure all of our students had the best outcomes, regardless of whether they were choosing full time or part employment We theorised that like many students (Peet, 2011), ours tended to find it difficult to articulate the knowledge, skills, and achievements they had developed throughout their course, and through extra curricular activities, verbally or in writing on graduation. -
- So we introduced what we call the jigsaw approach to make learning visible to students. This involves integrating the approach into the curriculum and taking a whole of curriculum approach with most units having tasks/activities/assessments aligned with employability elements and processes. - Student success is determined both by the measures put in place to enhance their integrated learning experience and their participation in and commitment to their own learning journey.
- The Jigsaw approach provides students multiple opportunities to gather and make meaning of learning experiences throughout their course of study. It deliberately develops students’ ability to reflect on, portray, and articulate their learning, growth, and proficiency in their curricular experiences and outcomes as well as activities which occur outside the curriculum. This model has similarities with Bridgstock’s Connectedness Model, which brings together the three elements of improving student capabilities in making connections, using connectedness pedagogies, and through creating enabling strategies.
- The approach is being implemented across multiple courses around the university, particularly, the Schools of Science, Nursing and Midwifery, Medical and Health Sciences, Engineering, and Education. The workbook is adapted to the needs of each course and profession. In building the resources to support students, we found that what our initial ideas were to support student learning had to be adapted for the specific needs of each of the courses. Particularly when the courses were professional, and where courses had to adhere to professional competencies.
- Original workbook – multi-layered. We based the workbook on
- Thank you very much. Please contact Katrina or me if you would like any more information about our work in this area.